Interpreter training has long been a dominant concern within the field of Interpreting Studies. Whereas a “training paradigm” for conference interpreting was said to have emerged by the end of the twentieth century, the growing diversification of professional domains has challenged the idea of a standard curricular and pedagogical approach. The present article aims to provide an overview of interpreter education across professional domains, modalities and sociocultural traditions, highlighting prototypical models and drawing attention to critical points of controversy and debate. A discussion of basic issues under the headings of institutionalization, academization and diversification will prepare the ground for a brief review of selected curricular and pedagogical topics.